Counting in Tenths

Lesson Overview

Unit: Decoding Decimals Mastery
Lesson Title: Counting in Tenths
Curriculum Area: Mathematics (Year 7), UK KS3 Curriculum
Focus: Number - Decimals and Fractions
Objective: Pupils will interpret and express tenths in decimal and fraction form, count forwards and backwards in tenths, and relate tenths to real-life scenarios.
Duration: 60 minutes
Class Size: 6 students

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Learning Outcomes

By the end of this lesson, pupils will:

1. Understand the mathematical connection between fractions and decimals when working with tenths.
2. Be able to count forwards and backwards in tenths confidently.
3. Relate the concept to everyday real-life applications.
4. Develop collaborative and problem-solving skills through whole-group and partner activities.

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Resources Needed

• Whiteboard and markers
• Mini whiteboards for all students
• Tenths number line (laminated strips for each student)
• Fraction and decimal flashcards
• Small jars containing ten items (e.g., counters, cubes, or beads)
• "Tenths Bingo" game sheets
• A visual stopwatch/timer
• A printable or physical decimal dial spinner
• Light snacks for real-life demonstrations (e.g., pre-cut cakes, fruit pieces or chocolate bars divided into portions)

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Lesson Timeline

1. Starter Activity: Warm-Up (10 Minutes)

Purpose: To activate prior knowledge in fractions.

1. Begin with a quick question at the whiteboard:
   "What is 1/10 as a decimal?" "What is 3/10 as a fraction?"
2. Move to a Quick Fire Fractions Quiz:
   • Show a fraction, e.g. 4/10, and ask students to respond with its decimal equivalent (0.4) on their mini whiteboards within 10 seconds.
   • Encourage students to explain their reasoning for converting fractions to decimals when prompted.

Teacher Tip: Use positive reinforcement for correct answers with non-verbal cues like a high five or thumbs-up.

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2. Introduction: Exploring Tenths (10 Minutes)

Core Concept Explanation:

1. Use real-life objects (e.g., a chocolate bar cut into 10 equal parts) to explain:
   1 part = 1/10 or 0.1. Two parts = 2/10 or 0.2. How do we write three parts as a decimal?
2. Draw a large number line on the board, label 0 to 1 in tenths, and mark the fractions versus decimals (0.1, 0.2, etc.).

Interactive Demonstration:
Ask students to physically place fraction and decimal flashcards on a large visual number line laid out on the table or whiteboard strip.

Highlight connections:

• 0.1 = 1/10
• 0.4 = 4/10

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3. Core Activity: Counting in Tenths (25 Minutes)

Part A: Counting Forwards and Backwards (10 Minutes)

1. As a group, count aloud from 0 to 1 in tenths and back to 0 using laminated number line strips in front of each student.
2. Pair up students and give them a “Decimal Dial Spinner” (a spinner with decimals marked from 0.1 to 1.0 in increments).
   • Task: Spin the dial and say the decimal aloud. Their partner identifies its fraction equivalent.
   • Alternate turns, with the teacher observing and assisting pairs as needed.

Part B: Hands-On Challenge (10 Minutes)
Use small jars filled with 10 counters or beads.

• Pose questions like:
  “What fraction of the jar is this (3 beads)? How is it written as a decimal?”
  • Let students work collaboratively in pairs and physically manipulate the counters to work out different tenths and corresponding decimals.
  • Share answers as a group.

Part C: Real-Life Connection (5 Minutes)
Set up examples with food fractions - Show a cake (or fruit) divided into 10 parts.

• Ask:
  “If I eat 6 pieces, what decimal remains uneaten?”
  • Practical, tangible, and delicious!

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4. Plenary: Tenths Bingo Game (10 Minutes)

Activity:

• Distribute “Tenths Bingo” sheets, filled with fractional and decimal equivalents (e.g., 1/10, 0.2, 3/10, 0.7).
• Call out a mixture of tenths in either decimal or fraction form. Students cross them out if they match. First to three correct answers shouts “Bingo!” and wins a sticker or small reward.

Wrap-Up Questions (2 minutes):

1. Where do we use tenths in real life?
2. What happens to the number line when we add tenths past 1.0?
3. Can anyone predict what counts would look like if we moved down to hundredths (next lesson hint)?

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Differentiation Strategies

1. For advanced learners:

   • Extend tasks by asking them to count tenths past 1 (e.g., 1.1, 1.2).
   • Challenge with reasoning questions like: “Which is greater, 0.7 or 7/10, and why?”

2. For students needing support:

   • Pair with a stronger partner to complete hands-on tasks (e.g., using counters).
   • Offer visual aids like fraction-to-decimal conversion cards to refer to during activities.

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Reflection and Homework (5 Minutes)

Reflection:

• Ask students to write 1 thing they found easy and 1 challenge they faced today in their Maths Journal.
• Quick round-robin: “What was your favourite part of the lesson?”

Homework Task:

• Practise counting forwards and backwards in tenths from 0 to 2, writing each step as both a fraction and a decimal.
• Complete a worksheet with 10 fraction–decimal conversions focused on tenths.

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Assessment for the Teacher

• Monitor accuracy during number line activities - Are students placing decimals and fractions correctly?
• Evaluate engagement and understanding with Tenths Bingo performance.
• Review Homework for any misconceptions about tenths and decimals.

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Teacher Notes

This lesson incorporates both kinaesthetic and visual learning elements to ensure engagement. Focusing on real-life scenarios (e.g., food, counters) helps students grasp the concept while making it relatable. This approach meets the UK KS3 curriculum requirement for students to reason mathematically and fluently with numbers in decimal form. Perfect for reinforcing basic decimal/fraction conversion skills!